Element 2.

1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully classroom community. building activities, accepting, and respectful community where
designed to promote of differences. 7/21/19 Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another.
differences.
12/6/19
Through the use of I have added a social
stories and role skills program this
playing I teach about year to help my
responsible and students with
respectful behavior. I treating one another
always try to catch with kindness and
students behaving respect. We also are
this way so I can working on
Evidence
reinforce with some acknowledging each
type of reward. other in a positive
7/21/19 way as students share
during class
discussions.
12/6/19
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
Creating physical or interaction between lessons or sequence of during learning activities diversity within and
virtual learning students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
environments that learning. student learning. and completion of structures for interaction
promote student learning tasks. that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and productively in learning. interaction to ensure
encourage accelerated learning for
constructive and the full range of students.
productive Some students use Students use a variety of Students routinely use a
interactions among available resources in Students use resources resources in learning range of resources in Students participate in
students learning environments provided in learning environments and learning environments monitoring and changing
during instruction. environments and interact in ways that that relate to and enhance the design of learning
interact with each other deepen their instruction and reflect environments and
to understand and understanding of the their diversity. structures for
complete learning tasks content and develop Students share in interactions.
in single lessons or constructive social and monitoring and
sequence of lessons. academic interactions. assessment of
7/21/19 12/6/19 interactions to improve
effectiveness and develop
a positive culture for
learning.
Students are seated Students are still
in pods to allow for seated in pods to
group discussion and allow for group
sharing. Students are discussion and
assigned group sharing. Students are
projects where each currently working on
Evidence
child is responsible research projects
for one part of the with their pods. They
project. 7/21/19 are creating a
powerpoint/
slideshow to present
to the class. 12/6/19
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and
laws regarding safety that addresses safety issues
are required by the site, regarding materials,
district, and state. student interactions, and
Responds to behaviors the organization of the
that impact student learning environments.
safety as they arise.
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others. 7/21/2019
safety.
We review the
policies and
procedures for our
classroom and school
regularly. Possible
scenarios about
situations that could
Evidence happen are
discussed. Students
role play positive
ways to respond to
these situations.
7/21/19
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility
risks to physical, students to take risks and with the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
their own language and
Models and provides behavior that contributes
instruction on skills that to intellectual and
develop resiliency and emotional safety in the
support intellectual and classroom.
emotional safety. Students demonstrate
resiliency in
Students develop and perseverance for
Students take risks, offer practice resiliency skills academic achievement.
opinions, and share and strategies to strive Students maintain
alternative perspectives for academic intellectual and
12/6/19 achievement, and emotional safety for
establish intellectual and themselves and others in
emotional safety in the the classroom.
classroom.
Classroom policies
and procedures are
reviewed constantly.
Books are used
during social skills to
model kind and
respectful behaviors.
Teacher constantly
models how to
respectfully respond
to students sharing
in the classroom.
12/6/19
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. 7/21/19 and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
12/6/19 subject matter. learning.

Learning goals and Learning goals and

expectations are expectations are
discussed and posted discussed the first
in the classroom. I few weeks of school.
work with small Students work in
groups of students small groups to solve
while other groups problems and
Evidence are working analyze stories that
collaboratively on we read in class.
the assigned When solving
objective. 7/21/19 problems they must
look and went well
and what they could
make better.
12/6/19
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and
behavior and applies behavior with students in references to standards students to self-assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and
behavior
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. 7/21/19 and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. make improvements. unique identities.
12/6/19

The rules and The rules and

expectations are expectations are
reviewed and discussed at the
discussed regularly beginning of the
the first month of school year. Students
school. Students are this year helped
aware of the create the guidelines
Evidence consequences as well for group work.
as rewards for good They are posted on
behavior and their expandables for
following the rules. a reminder. Students
7/21/19 understand rewards
and consequences.
12/6/19
Element 2.6 Emerging Exploring Applying Integrating Innovating
Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
strengths. standards and culturally
Employing Seeks to promote positive Provides positive relevant norms.
classroom routines, Responds to disruptive behaviors and responds behavior supports. Promotes positive
procedures, norms, behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
and supports for 7/21/19 to behaviors in ways that consistently prevents or behaviors and establishes
positive behavior to lessen disruptions to the refocuses behaviors preventions and a
ensure a climate in learning climate. disruptive to the learning positive classroom
which all students Students participate in climate. climate that eliminate
can learn routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of positive behaviors.
procedures, routines, and Students receive Students are involved in Students share
classroom norms. correction for behavior Students receive timely assessment and responsibility with
that interferes with and effective feedback monitoring of routines, teacher for managing and
learning, and positive and consequences for procedures, and norms in maintaining a positive
reinforcement in behaviors that interfere ways that improve the classroom climate that
following routines, with learning. learning climate. promotes learning.
procedures, and norms. 12/6/19
7/21/19

Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
I attempt to correct
disruptive behavior
by acknowledging a
student modeling the
correct behavior.
Sometimes the
earned consequence
has to be given. Brag
bands are handed
out during lessons to
students that are on
task and engaged in
the activity.7/21/19
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and
transitions to optimize
learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion.
7/21/19
I attempt to redirect
disruptive behavior.
Students are aware
of consequences if
behavior is not
corrected. Students
can earn brag bands
for following the
rules and staying
engaged in the
activities. There are
also incentives for
the whole class
working together.
12/6/19
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their Students monitor their
and complete a variety of instructional time to own time, are engaged in
learning activities in the engage in and complete accomplishing learning
time allotted with learning activities and are goals, and participate in
options for extension and prepared for the next reflection,
review. sequence of instruction. self-assessment, and goal
12/6/19 setting.
 My instruction is I plan instruction
based on the based on curriculum
curriculum guidelines. After
guidelines. However, working with this
sometimes lessons class adjustments
must be adjusted. It have been made to
may take longer if the timing of lessons.
students aren't Certain parts take
grasping the concept more time while
Evidence or if we are having an others less time is
important discussion needed. Time is
that needs to adjusted in order to
continue. 7/21/19 get the most out of
each lesson.
12/6/19